Widening Participation in Postgraduate Studies in Greece: Mature Working Women Attending an E-Learning Programme

Autor/inn/en	Vryonides, Marios; Vitsilakis, Chryssi
Titel	Widening Participation in Postgraduate Studies in Greece: Mature Working Women Attending an E-Learning Programme
Quelle	In: Journal of Education Policy, 23 (2008) 3, S.199-208 (10 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0268-0939
Schlagwörter	Higher Education; Employed Women; Foreign Countries; Educational Opportunities; Graduate Students; Graduate Study; Adults; Females; Interviews; Womens Education; Family Work Relationship; Equal Education; Access to Education; Greece + Suchen Sie Ihr Suchwort? Hochschulbildung; Hochschulsystem; Hochschulwesen; 'Female employment; Women''s employment'; Frauenbeschäftigung; Ausland; Bildungsangebot; Bildungschance; Graduate Study; Student; Students; Aufbaustudium; Graduiertenstudium; Hauptstudium; Studentin; Weibliches Geschlecht; Interviewing; Interviewtechnik; 'Women''s education'; Frauenbildung; Education; Access; Bildung; Zugang; Bildungszugang; Griechenland
Abstract	This article examines issues relating to widening participation in postgraduate study programmes in Greece. It focuses on a group of mature women and examines their experiences from attending a novel postgraduate e-learning programme at the University of the Aegean. It presents findings from a study, which looked into mature women's decision to return to higher education in relation to their responsibilities stemming from marriage, motherhood, work and housework. In particular it examines how these women balanced their different and often conflicting roles, managing to operate within very tight time schedules and demands from their postgraduate studies. The findings of this study have policy implications for issues of equality of educational opportunities and participation in higher education in Greece and elsewhere. (Contains 1 note.) (Author).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10